1. CSIP Guidance
November 2016
DRAFT 11/10/2016

2. Resources CSIP Calendar
CSIP Documents (including Review Rubric, under Planning Resources)
DATA SOURCES
CASCADE (District Assessments):
Data Management Center (Attendance, Behavior, CCR, Key Focus Areas):
School Report Card (Delivery Targets):
Comprehensive Survey Results (Teacher, Student, Parent Perception Data):
TELL (Teacher Perception Data):

3. Timeline for Submission in ASSIST (https://cas. advanc-ed
December 9, 2016
CSIP needs to be complete for Area Assistant Superintendents and peer review process
December 14, Principal Meeting
CSIP Peer-review process and Technical Assistance and Feedback
December 16, 2016
1) FINAL CSIP and supporting documents need to be submitted in ASSIST and
2) KDE Title I Report- School-wide Diagnostic (Title I Schools Only)
FINAL Deadline to KDE: December 29, 2016

4. What’s new this year for CSIP?
Equitable Access Diagnostic- revised
“Academic” and “Organizational” goals changed to “Type 1” and “Type 2”
The required goals:
Elementary – Proficiency, GAP Proficiency, and GAP Novice Reduction
Middle- Proficiency*, GAP Proficiency, and GAP Novice Reduction
High- Proficiency, GAP Proficiency, GAP Novice Reduction, Graduation Rate (new graduation rate of 98% by 2024), and CCR
PGES not a required goal (include as a strategy under a goal/objective)
*Note: Middle School used to have a College and Career Readiness (CCR) Goal in the CSIP. Not needed now as the CCR goal is the same as the Proficiency goal (Suggested label for goal: “School Name Proficiency/CCR goal”.
The cut scores for proficient performance on K-PREP were linked to ACT benchmarks in Thus, students scoring at the proficient and distinguished levels on K-PREP are determined to be on track toward meeting or exceeding college benchmarks.

5. CSIP Required Components Overview
CSIP Components
Copy feature available?
Purpose
Format of Component
Phase I: Equitable Access Diagnostic No
Provides an analysis of whether students who are most at risk have access to effective educators
5 Items
(2 Excel files to complete and upload to ASSIST, 2 Open-ended, 1 item to select specific CSIP strategies)
The Missing Piece
Response to statements on parent and community involvement in different aspects of the school
31 Items
(2 Open-ended, 29 Multiple-choice)
Improvement Plan Stakeholder Involvement
Yes
Narratives on how stakeholders were involved in the planning process
3 Items
(3 Open-ended)
Phase I- Needs Assessment
Reflective narratives to describe results from data analysis, areas of improvement, areas of strengths
4 Items
(4 Open-ended)
Goals & Plans (CSIP)
Edit Option
Reflects the goals, objectives, strategies, and action steps of the CSIP
School-developed
Phase II- KDE Assurances
A series of statements to ensure certain areas of planning, assistance, and procedures have been followed.
32 Items
(32 Yes/No/NA responses)
Phase II- KDE Compliance and Accountability – Schools
A series of statements where specific strategies from CSIP Goals are checked to ensure certain components are in the CSIP (e.g., proficiency, graduation, etc.)
9 Items
(For each item, specific strategies from CSIP are selected to address the statement)
Executive Summary
Narratives to describe an overview of the school, its purpose, notable achievements, and areas of improvements.
KDE Title I Diagnostic (Title I schools only)
Additional strategies/assurances for Title I schools
53 Items
(7 items to select specific CSIP goals/strategies and 46 Yes/No/NA responses)

6. Sample Sequence for Completing Components
1) Read all the questions/statements for each of the diagnostics. For example, understanding the questions and expectations of The Missing Piece and Improvement Plan for Stakeholder Involvement are essential to ensuring stakeholders are involved in the planning process.
2) Conduct a needs assessment by reviewing last year’s CSIP along with data analysis of key metrics.
3) Develop goals and plans for CSIP (either revising, updating, or starting new).
4) Complete the Equitable Access Diagnostic
5) Complete KDE Assurances and KDE Compliance and Accountability to ensure CSIP strategies are complete and processes were followed.
6) Complete The Missing Piece and Improvement Plan for Stakeholder Involvement
7) Revise/update/write Executive Summary
8) If Title I school, complete Title I School-wide Diagnostic report

7. KDE Needs Assessment Click on “Diagnostics & Surveys” tab
To create a KDE Needs Assessment:
Click on “Start Diagnostic”
Click on “KDE Needs Assessment” in the drop down list
Give it a name in the description box, we recommend “Year School KDE Needs Assessment”
Click on “Start”

8. KDE Needs Assessment
Click on section headers to enter information

9. KDE Needs Assessment
KDE Resource document to assist with KDE Needs Assessment diagnostic:

10. Required CSIP Goals
Proficiency- All students and content areas
Gap students- Proficiency
Gap students- Novice Reduction
CCR (for High Schools);
CCR goal for Middle Schools same as Proficiency goal
Graduation (for High Schools only)
Other Optional goals (can be embedded as strategies):
Equitable access to effective educators
Instructional Resource/Textbook
Program Review

11. Goal Components
Goals – these are generally based on the long-term Delivery Targets in the School Report Card ( or targets)
Objectives – these are based on the Delivery Targets in the School Report Card
Strategies - This includes a strategy name, how the strategy will work, and research supporting the strategy (optional); must connect school strategy to a state category
Activities – This includes activity name, activity type, activity description, funding source, funding amount, begin date, end date, and responsible staff. Ensure most activities are dated at least through December 2017.

12. Sample Structures for CSIP Goals and Objectives
Example One
Example 2
Proficiency Goal (All): By 2019, students will meet the delivery targets.
Separate objectives for content areas (reading, math, etc.)
Proficiency Goal (Gap): By 2019, students in the gap group will meet their delivery targets proficiency targets.
Novice Reduction Goal (Gap): By May 2017, students in the gap group will meet their delivery targets for novice reduction OR By 2020, students in the gap group will be reduced in Novices by 50% in Reading and Math.
Separate objectives for Reading and Math
Graduation Goal (for High Schools): By 2020, xx% of students will graduate.
CCR Goal (for High Schools): By , xx% of student will be college/career ready.
Reading Proficiency Goal (All): By 2019, xx% of students will be proficient in reading.
Reading Proficiency Goal (Gap): By 2019, xx% of students in the gap group will be proficient in reading.
Reading Gap Novice Reduction Goal: By May 2017, students in the gap group will meet their delivery targets for novice reduction in reading.
Math Proficiency Goal
Math Gap Proficiency Goal
Math Gap Novice Reduction Goal
Graduation Goal
CCR Goal

13. CSIP Goals Options Creating New Goals vs Editing Previous Goals
Advantages:
May be beneficial if there is:
New leadership
New structure
New purpose/mission/vision
New instructional approaches
Disadvantages:
In addition to new goals, new objectives, strategies, and action steps will need to be created.
Advantages:
Editing current goals retains the underlying objectives, strategies, and action steps (which can also be edited)
Disadvantages
May be difficult if to adapt/edit if substantial updates are needed

14. Delivery Targets – School Report Card
To get the Delivery Targets for the Goal and Objective:
1st Go to the School Report Card (
2nd Go to “Delivery Targets” on the top set of tabs and then “Proficiency/Gap” on the tabs in the middle of the page
3rd Scroll to the content area you are working on. In the Green section, is the number for the Proficiency Goal under and in the same section under shows the number for the Objective
4th Click on the “Drill Down” in the same section. The last group is for “Gap Group (non- duplicated)”. This is where you will get your 2017 Achievement Goal and Gap Objective numbers
Novice Reduction Delivery Targets on NOT on School Report Card- find them here:
e2.aspx?sourcedoc=/departments/aaaassistantsup/Principal s/ /Novice%20Reduction%20Estimated%20Targets.pdf&action=default

15. Delivery Targets – Example School Report Card
Click on the “Delivery Targets” tab
Test
Click on the “Proficiency/Gap” tab
Angela

16. Delivery Targets – Example School Report Card
“Achievement” 2019 Goal Number
Click here to “Drill Down”
“Achievement” Objective Number
“Gap” 2019 Goal Number
Angela
“Gap” Objective Number

17. Topics of Strategies/Activities that will need to be covered in the CSIP
The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.
The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.
All children-were screened for kindergarten readiness. If yes, name the assessment. (for elementary)
The school identified specific strategies to increase the percentage of students who are Kindergarten ready. (for elementary)
The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency scores. (for elementary)
The school identified specific strategies to address subgroup achievement gaps.
The school identified specific strategies to increase the average freshman graduation rate. (for high school)
The school identified specific strategies to increase the percentage of students who are college and career ready. (for high school)
The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing.

18. Topics of Strategies/Activities that will need to be covered in the CSIP (Title I schools only)
Schoolwide Reform Strategies
Instruction By Highly Qualified Teachers and Paraeducators
Highly Qualified Professional Development for Principals, Teachers, and Paraeducators
Strategies to Attract Highly Qualified Teachers
Transition to Kindergarten (for elementary)
Measures to Include Teachers in Decision Making Regarding the Use of Academic Assessments To Inform Instruction
Activities to Ensure that Students Meet State Academic Standards
Coordination and Integration of Programs

19. Topics of Strategies/Activities that will need to be covered in the CSIP (Priority/Focus School)
Curriculum alignment for schools within the district and within each individual school, ensuring the instructional program is research-based, rigorous , aligned with the Kentucky Core Academic Standards, based on student needs
Provision of time for collaboration on the use of data to inform evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work
Activities to target the underperforming areas of achievement, gap, growth, readiness, or graduation rate
Activities to target demonstrators of weakness in program reviews
Activities to target areas of need identified in teacher and leader effectiveness measures
School safety, discipline strategies, and other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs,
Design of the school day, week, or year to include additional time for student learning and teacher collaboration
Specific strategies to address gaps in achievement and graduation rates between the highest-achieving student performance group and the lowest-achieving student performance group (Focus schools)
Short-term, monthly plans for the first ninety (90) days of implementation, and the establishment of teacher turnaround teams with intensive year-round training focused on teacher effectiveness and school improvement in the professional development component of its plan, if a Priority School
Document meaningful family and community involvement in selecting the intervention strategies that shall be included in the revised CSIP

20. School Equity Diagnostic Resources
Two required spreadsheets to complete and upload to ASSIST:
School Equity Diagnostic Spreadsheet and School Equity Diagnostic Goals
School Equity Diagnostic Spreadsheet :
One self-selected indicator required
KDE Guidance:
Self-selected data could come from a variety of sources. It should be relevant to the needs of the school. Examples could include: principal, teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover
School Equity Diagnostic Goals can be found on the Equity Tab under Learning Environments on the School Report Card:
Frequently Asked Questions:

21. Questions Florence Chang 485-3278 florence.chang@Jefferson.kyschool.us
Joe Prather